English Language Development

Standard 3 Example

c. Decode multisyllable words. When children see the multisyllable word unavoidable,

they identify the prefix un-, the root word avoid, and

the suffix -able. They pronounce each and blend

them together to form the word. With repeated

practice decoding multisyllabic words, they develop

automaticity with the process.

d. Read grade-appropriate

irregularly spelled words.

When children see the printed word laugh, they

recognize it, know what it means, and can pronounce

it accurately. With repeated exposure, including in

meaningful contexts, they develop automaticity with

the word.

Instruction may include building words, described in the grade-one section of chapter 3 in this
ELA/ELD Framework and in the grade-two section of this chapter. It also may include sorting words:
children examine a set of carefully selected words, and then sort them according to a letter pattern.
They identify the pattern and, importantly, the principle that governs them.

Figure 4.28 shows how sorting can be used to support word recognition and comprehension of
affixes. Words with the common prefixes un- and re- are sorted into columns by students. They read
the words aloud, identify the prefix, define the words, and determine the meaning of each prefix.

Figure 4.28. Cards Sorted by Prefix

unlike

unfriendly

unhappy

unkind

unable

reread

redo

restart

rearrange

repaint

Decoding multisyllabic words is given considerable attention in this grade (and in the grades four
and five span), differentiated as appropriate. Teachers build on the skills students acquired in grades
one and two to decode two-syllable words and teach them to decode longer words (RF.3.3c), as well
as to write multisyllabic words using knowledge of syllable patterns (L.3.2f).

The following strategies are examples of the type and progression of explicit instruction that can
be used to support students’ skill in decoding multisyllabic words (based on O’Connor 2007). Effective
use requires that teachers are knowledgeable about the structure of language.

Grade 3 Chapter 4 | 363